ADDRESSING THE DIGITAL DIVIDE IN VOCATIONAL TRAINING PROGRAMS
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- NGN 3000
ABSTRACT: This study addresses the digital divide in vocational training programs, emphasizing the need for equitable access to digital resources and skills in today's technology-driven world. The objectives were to (1) identify the extent and impact of the digital divide on vocational training, (2) evaluate current efforts to bridge the digital divide, and (3) propose strategies to enhance digital inclusion in vocational education. A survey design was employed to gather data from students, educators, and policymakers, providing a comprehensive analysis of digital access and its implications for vocational training. The sample size comprised 220 participants, selected through a purposive sampling technique to include those directly affected by or involved in addressing the digital divide. The case study focused on Kaduna State, Nigeria, an area with significant disparities in digital access. Findings revealed that the digital divide significantly hindered students' ability to fully participate in and benefit from vocational training programs. Current efforts to address the digital divide included providing digital devices and training for both students and educators. However, challenges such as inadequate infrastructure and limited digital literacy were noted. Recommendations included increasing investment in digital infrastructure, developing targeted digital literacy programs, and fostering partnerships with technology companies to provide resources and support for bridging the digital divide in vocational training.
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